Work-based skills development: A context-engaged approach

2.00
Hdl Handle:
http://hdl.handle.net/2436/619866
Title:
Work-based skills development: A context-engaged approach
Authors:
Felce, Alison; Stevens, Sandra; Roberts, David
Abstract:
Purpose – The purpose of this paper is to give a successful example of how universities can work with business to identify and address skills needs through a context-engaged approach to developing learning to meet the needs identified. Design/methodology/approach – Using a case study approach the business-university collaboration to introduce work-based learning programmes is explained. The paper sets out how learning interventions were researched, designed and introduced to meet identified skills needs throughout the organisation. It highlights the practicalities of the management approach adopted and the benefits achieved through partnership working. Findings – Key to the success of the collaboration was the recruitment of a “Training Centre Facilitator” (TCF) who was co-managed by the company and the university and who was located within the company. The TCF was able to fully understand the company’s and learners’ requirements and thus propose a context-engaged solution that met the needs of the individuals and the organisation. The work-based learning programmes introduced reflected the organisational requirements, individuals’ needs and took into account constraints and restraints on their design and implementation. Originality/value – The paper presents a case study that investigates an innovative approach to partnership working between HE, FE and a private business organisation. The appointment of a TCF, employed within the company to undertake research and implement identified training interventions is an unusual and original approach to bringing together the three organisations to achieve the planned business improvements. The process used and the key principles for achieving a successful partnership are presented and could be applied in other business-education collaborations to develop in-company work-based learning.
Citation:
Alison FELCE, Sandra STEVENS, David ROBERTS, (2016) "Work-based skills development: a context-engaged approach", Higher Education, Skills and Work-Based Learning, Vol. 6 Iss: 3, pp.261 - 276
Publisher:
Emerald
Journal:
Higher Education, Skills and Work-based Learning
Issue Date:
Aug-2016
URI:
http://hdl.handle.net/2436/619866
Additional Links:
http://www.emeraldinsight.com/doi/abs/10.1108/HESWBL-12-2015-0058
Type:
Article
Language:
en
ISSN:
2042-3896
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorFelce, Alisonen
dc.contributor.authorStevens, Sandraen
dc.contributor.authorRoberts, Daviden
dc.date.accessioned2016-09-05T14:44:01Z-
dc.date.available2016-09-05T14:44:01Z-
dc.date.issued2016-08-
dc.identifier.citationAlison FELCE, Sandra STEVENS, David ROBERTS, (2016) "Work-based skills development: a context-engaged approach", Higher Education, Skills and Work-Based Learning, Vol. 6 Iss: 3, pp.261 - 276en
dc.identifier.issn2042-3896en
dc.identifier.urihttp://hdl.handle.net/2436/619866-
dc.description.abstractPurpose – The purpose of this paper is to give a successful example of how universities can work with business to identify and address skills needs through a context-engaged approach to developing learning to meet the needs identified. Design/methodology/approach – Using a case study approach the business-university collaboration to introduce work-based learning programmes is explained. The paper sets out how learning interventions were researched, designed and introduced to meet identified skills needs throughout the organisation. It highlights the practicalities of the management approach adopted and the benefits achieved through partnership working. Findings – Key to the success of the collaboration was the recruitment of a “Training Centre Facilitator” (TCF) who was co-managed by the company and the university and who was located within the company. The TCF was able to fully understand the company’s and learners’ requirements and thus propose a context-engaged solution that met the needs of the individuals and the organisation. The work-based learning programmes introduced reflected the organisational requirements, individuals’ needs and took into account constraints and restraints on their design and implementation. Originality/value – The paper presents a case study that investigates an innovative approach to partnership working between HE, FE and a private business organisation. The appointment of a TCF, employed within the company to undertake research and implement identified training interventions is an unusual and original approach to bringing together the three organisations to achieve the planned business improvements. The process used and the key principles for achieving a successful partnership are presented and could be applied in other business-education collaborations to develop in-company work-based learning.en
dc.language.isoenen
dc.publisherEmeralden
dc.relation.urlhttp://www.emeraldinsight.com/doi/abs/10.1108/HESWBL-12-2015-0058en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectwork-based learningen
dc.subjectskills developmenten
dc.subjectcollaborationen
dc.subjectcontext-engageden
dc.titleWork-based skills development: A context-engaged approachen
dc.typeArticleen
dc.identifier.journalHigher Education, Skills and Work-based Learningen
dc.date.accepted2016-05-
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW050916AFen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2018-08-01en
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